Autism and Education Research in Sub-Saharan Africa: A Systematic Literature Review

Abstract This systematic review synthesizes literature published between 2016 and 2025 on autism research in formal early childhood and primary school settings in Sub-Saharan Africa. Forty-one studies met the inclusion criteria. We critically analysed key study characteristics, including methodologies, geographical foci, and funding patterns. We also examined ongoing educational provisions in the region, focusing on pedagogical practices and playful learning. The findings show no studies explored playful learning in the classroom. While autism research in educational settings is increasing, it remains largely grounded in Northern epistemologies. Although teachers are consulted in most studies, we emphasize the need to recognize them as active agents through participatory designs. Finally, we argue for the ethical and methodological inclusion of autistic learners' voices in research.